The document summarizes the findings of focus group research conducted with elementary school principals in Sarajevo Canton. Key findings include: Principals face common challenges like lack of space and resources, as well as issues with the education reform process. They desire more support from the Ministry of Education. Both urban and suburban principals agree teachers need continuous training. While schools aim to include parents, principals note barriers like parents' education levels and mental health issues stemming from the war. Principals are working to open schools to the community and involve parents through councils, but sometimes face interference in their responsibilities. Overall, principals see room for improvement but are making efforts within their limitations.

1. Subject Focus group research with elementary school principals in Sarajevo Canton
Status Final draft
Date 08.02.08
Research 31.01-01.02.08
conducted
Client Education Support Gordana Miljević
Programme
Lead Regional Researcher: Daniel Pop
Veljko Djuric
Consultant proMENTE social Lead researcher: Steve Powell steve@proMENTE.org
research:
www.proMENTE.org Report author: Alma Kadić & Steve Powell
Lead field researcher: Ivona Čelebičić
Assistant field researcher: Alma Kadić
Report Languages Available in Bosnian and English
Associated documents Full transcript in Bosnian available
Data anonymity
proMENTE protects the anonymity of respondents. All questions / variables that contain information that
could be used to identify respondents are removed from the report and the final database(s). This means
that the answers given by respondents are physically separate from data that relates to their identity.
proMENTE will reject any attempt by any party to identify respondents.

2. 2 Background
Contents
1 Background ....................................................................................................................................................3
2 Findings..........................................................................................................................................................4
3 Conclusions and recommendations ...............................................................................................................9
4 Table of themes and frequencies ................................................................................................................. 11

3. 3 Background
1 Background
1.1 About the project
This focus group research is part of the project quot;Advancing Educational Inclusion and Quality in South East
Europequot;. The project aims to address the problem of rising disparities in educational opportunities and outcomes
continue in the South East European (SEE) countries Albania, Bosnia and Herzegovina, Bulgaria, Kosovo,
Macedonia, Moldova, Montenegro, Romania and Serbia.
The plan is to have a three year project in several phases. During the first phase empirical research will be
conducted in order to better understand the capacity, values, positions and activities of school principals with
respect to participation at the school level in selected countries of South East Europe.
1.2 Aims of first phase of project
(1) to better understand the ways in which stakeholders’ participation are engaged in school level governance, by
carrying out national surveys of school principals;
(2) and to support sustainable initiatives on local, national and regional level to improve quality and inclusion though
enhancing stakeholders’ participation in school governance.
1.3 Aims of the focus group research
The goal of the focus group research reported in the present document is to insure information regarding the
environment and the conditions under which schools operate, principal's position toward parent participation for the
purpose of better preparation of research questionnaires.
1.4 Method
Respondents were principals of elementary school in Canton Sarajevo.
One focus group was conducted with urban schools principals in Canton Sarajevo and the second group was
conducted with principals of schools in suburbs of Canton Sarajevo.
Each group lasted between 90 and 120 minutes. The interviews were carried out according to a guideline provided
by the Regional Research Team and translated by proMENTE. Each interview was recorded and then transcribed.
A researcher then analysed the transcripts using NVIVO software for content analysis. The resulting approx. 61
categories were then combined into 5 higher-level categories. One passage of text could be coded with more than
one statement if required. In the first phase of the analysis, a researcher quot;in-vivoquot; coded statements which seemed
to be both striking and typical expressions of a particular opinion, which were in order to identify and present explicit
and hidden themes emerging from the interviews. These statements were then grouped under a few main headings
by the research team working together.
At the same time, all the respondent statements were coded urban/suburban. In this way it was possible to analyze
which kinds of statements were made by principals from which kind of school.

4. 4 Findings
2 Findings
2.1 Categories
2.1.1 Condition and operation of the school
Principals of urban and suburban elementary schools have reported on the issues faced regularly by their schools.
All principals of elementary schools are in agreement when it comes to sorts of problems they are faced with as well
as the ways and possibilities to solve them. „Problems are approximately identical in all schools in this regard in
addition to some problems specific to the school district we operate in.quot;, says the principal of an urban elementary
school. Solution to the problems largely depends on others, in some cases on Ministries in charge who should
provide means or on some other key stakeholders in the local community who through their participation could
assist with problem solving.
„We create a maximum of life at the minimum of space.quot; statement of an urban elementary school principal referring
to the neccesity for improvement of material and space situation. For majority of urban schools, as reported by their
principals, it is necessary to provide additional security because „schools are centres in the roadquot; in other words a
danger for students is presented in close proximity to traffic or there are nearby facilities undesirable for education
of children (such as restaurants or facilities where alcohol and cigarettes are available to students).
Elementary schools in suburban areas are faced with issues of space due to a lack of space for classroom teaching
or due to unavailability of rooms with specific purpose, such as sports halls. As the major issue in that sense they
emphasise the lack of accessibility to the school for children with invalidity as well as the inadequate connections
between the floors within the school for the same children. They also report on the lack of teaching tools in their
classrooms which makes it harder to conduct instruction. „You can not carry out a reform if you do not have well
equipped classrooms.quot; emphasised a suburban elementary school principal.
One of the problems faced constantly by teachers in urban schools is the fact that the teacher has lost their
authority with students and parents. Reasons named are „brokenquot; moral values in the society. In order to improve
school's operation that should change „making the teacher a spine of the system.quot;
Equally important is education and advancement of staff which is supported by all focus group participants.
Teaching staff should continuously be educated and trained. „There has been a change in staff where senior staff
retired. In last two years younger staff was hired, so the process that majority of us have gone through, we have to
go through again. That is one of the problems,quot; emphasised the principal of an urban school. „We created such
conditions so each teacher goes through certain computer programs, to learn, and have an access to computer and
plasma, there is a possibility for students and teachers to access Internet.quot;, explains suburban elementary school
principal how they are improving an operation of the school system.
Principals of urban and suburban elementary schools agree on the issue of the education reform. As they report,
implementation of the education reform makes it that much harder for school to operate due to poorly identified
goals, unclear results and lack of clear steps in the reform. „An officer approach to education, as a consequence we
have what we have, certain „changesquot; are not planned, participants involved are not informed, they are not
financially supported, they are not scientifically founded.quot; emphasised the principal of urban elementary school. The
reform is carried out by schools themselves, with no help from institutions with jurisdiction, especially the Ministry of
education, stated the principals. „It is carried out by each school separately, alone on their own backs, to the best of
their knowledge and ability.quot; In that sense, principals of urban schools believe that responsible institutions in charge
of school issues should themselves implement a reform before they can understand how to implement an education
reform. „My solution is for the Ministry of education in Canton Sarajevo to go through the reform, a reform to get
restructured, for the Teachers institute to go through the reform, that is one outdated institution, an establishment
that just sits like that.quot;, stated the principal of urban elementary school.
The principal of suburban elementary school pointed out at the lack of work plan for extracurricular activities. „These
elective instructions, first they are not clearly defined, I do not even know the purpose of these electives because
the program for electives is not clear.quot; stated the principal of suburban elementary school.

5. 5 Findings
Principals of both urban and suburban elementary schools report on full responsibility they carry for decisions made
by the School board. quot;School board governs the school and they are not responsible to anyone.quot;, stated some
participants of focus groups. Their decisions should be implemented by the principal and he carries full
responsibility. They emphasise on the need to improve the role of the principal, to avoid situation in which the
School board does not take into account suggestions and decisions of the principal, and he (principal) is
responsible for everything. quot;The law should define the role of the principal a little differently. That is essential. The
principal according to this law is responsible for everything, and when we talk about jurisdiction it is minimal. quot;
emphasised the principal of suburban elementary school. quot;We were able to change the School board through the
Teachers council and parents. The school was stagnant for a year and a half, we could not go forward. The
situation at the school became tense, interpersonal relationships were starting to be effected and then the teachers
of the Teachers council asked for those members to be replaced, because Teachers council elects their members
and Teachers council can replace them. The same case was with parents.quot;, stated the principal of suburban
elementary school. However, collaboration between the School board and staff was satisfactory in some schools.
quot;We are lucky when it comes to the School board, they function realy well and collaboration between the
management with the School board is truly good.quot;, stated the principal of suburban elementary school.
Student status at the school
Principals of elementary schools emphasize on an unenviable position of students when it comes to implementation
of the school reform. Apart from already stated shortcomings of the reform which lay in the lack of goals and steps
for implementation of the reform, they also state problems which appeared due to the change in teaching plan and
program. The program became overloaded which additionally quot;frustrated the students and parentsquot;. Apart from
expended teaching plan extracurricular activities were implemented which present additional burden to the student.
That overload, as stated previously, is caused by disorganization, a lack of structured work plan and a lack of
means for implementation of changed curriculum. quot;In many ways we want to keep pace with Europe… but in that
sense we operate under strange codes between old and new, leave the old behind, we stuff, overload with new and
then we have both new and old, children are drowning, and that obviously produces constant conflict. A child can
not consume what we stuff their mouth with, they can’t function, someone is unhappy and unsatisfied, and that is
what we are ordered to do.quot; states the principal of urban elementary school.
Principals of urban elementary schools emphasize on the importance of external evaluation. They suggest that an
Institute or an Agency for standards be established which will conduct an external evaluation of student success
which would then be compared with student’s course grade. They emphasize on the importance of an external
evaluation to raise quality and improve student’s knowledge. quot;It is impossible that the average grade in Canton
Sarajevo is 4.28. My school has 4.18 and that is outrageous. But for the external evaluation there need to be
standards of knowledge. They exist in some subjects’ biology, chemistry, mathematics. I would like to have that be
established at the federal level… We all know that the society is faced with problems, education is faced with
problems… that is why we need an external evaluation because we would all change our work at the school.quot;,
stated the principal of urban elementary school. quot;An issue which I am feeling, especially now toward the midterm, is
an enormous pressure by the parents, an aggression, rudeness in communication as they demand that the grade
be higher. The main topic is why aren’t there more five’s. There can not be that many fives, that is not beneficial
either. Our way of grading and our level of ease at which we give grades, for not having external evaluation, forces
parents to put pressure.quot; added the principal of urban elementary school.
Principals of urban and suburban schools emphasize on the importance of having psychological help at the school.
Apart from having pedagogues at our schools it is necessary to have the help of professional psychologists and
social workers to work with students as well as school staff and teaching personnel. This form of professional help
would in large contribute to improvement of classroom as well as the school climate. quot;It is a gift to have a
pedagogue and a psychologist at the school. In a wider sense from the social aspect, it is a gift to have those
experts at the school. Upbringing is a top priority.quot;, stated the principal of suburban elementary school.
When it comes to the status of minorities in schools, all the principals of urban and suburban elementary schools
report on the equality between minorities and the rest of the population. Minorities are defined by the law. „It is
known who minorities are, Roma and other nationalities. We also have Jews in schools. That means that other

6. 6 Findings
members of constitutive groups are there and they are all equal. They are involved in all activities.quot; stated the
principal of urban school. However some of them mention an unpleasant position of the Roma population in society.
The state does not give them much, they are by all means discriminated against.quot;, stated the principal of urban
elementary school. But, the school staff is making efforts to support Roma population to the best of their ability. „We
can provide very little help in this segment. With books, pens, snacks, but that is not sufficient. They do not have the
minimum conditions for existence.quot; added the principal of suburban elementary school.
Opening schools toward parents
Principals of urban and suburban schools are working toward opening schools toward the community, international
organizations and new projects, as well as toward parents. They are taking many steps in order to quot;integrate
parents in the life of the schoolquot;. Those steps are: establishment and work of Council of parents, parent’s
involvement in instruction and parent’s assistance in operation of the school. However in opening of schools toward
parents and their inclusion in the life of the school principals of urban and suburban schools faced certain
difficulties. Those difficulties are most of all cased by the heterogenic makeup of parents (immigrant population)
which refers to education level of parents, social status, unemployment, as well as the quot;mental healthquot; of parents.
quot;The family as the main cell has fallen physically and psychologicallyquot; which refers to the loss of family members
during the war, as well as difficulties the family is faced with in the post war period. This is where the importance of
psychological and social help is emphasized and the work of those experts in schools, and the need for institutions
in charge of school issues at the canton level to organize provision of professional help of such kind. quot;Why wouldn’t
the Ministry organize the team of psychologist-educational scientist to operate at the level of all Cantons, in all
schools? Why wouldn’t they organize conflict resolution workshops for the teachers? Why wouldn’t they initiate such
projects instead of us?quot; quot;We need to work persistently, systematically and patiently, we from the school and the
society from their end, as well as public institutions.quot;, states an urban school principal. quot;Teach group of parents
about democracy. Democracy is not, as some parents believe, to come to the school and demand that everything
be shared. That is not it. There are right and responsibilities. That way we might be able to improve that
collaboration. Some kind of presentations, although that is not sufficient, it is a process, long period of time.quot;, added
the principal of an urban elementary school.
Parents are either interested and overly involved in school activities or they are not involved at all. The over
involvement has to do with their attempt to get involved in teacher’s work such as grading criteria and grading itself
of certain subjects. quot;I would say that we have two categories of parents. Parents who take initiative to get involved,
and then there is a group of parents who expect you to get them involved, to invite them to talk.quot;, said the principal
of suburban elementary school. quot;There are parents who would take control over principal’s work, work of the
homeroom teacher, but when you look at the specific activities and what you can do, what kind of work assistance
as well as completion of activities, then there is a significant absence of parent’s involvement.quot;, states the principal
of suburban elementary school. quot;Although the Ministry of education has regulated parent involvement, unfortunately
they often do not abide by it and more often represent interest of their own child.quot;, said an urban school principal.
Principals of both urban and suburban schools believe that difference between parents who are involved and those
who are not depends on whether the problem is connected to their own child. quot;Mostly if parents, regardless of
where you would place them, feel that their child is somehow involved, and they can help, they do get involved,
regardless of their finances, whether they are educated or not, etc. But often there is lack of interest, they do not
respond, child is failing, they need help, we need to talk to the child, there needs to be an active parent-student-
teacher collaboration.quot; stated the principal of suburban elementary school. Principals of elementary schools suggest
that program be created that would serve as the frame work for parent involvement in the school.
Decision making at the school
Principals of urban and suburban elementary schools report that decision making at the school is regulated by law.
Teacher’s council is a skilled body, school board is a governing body, principal is quot;the one who is responsible to the
Teachers council as well as for the decisions of the board.quot; Parents get involved in some decision making through
the Parents council. Representative of Parents council is involved in meetings and operation of the School board
and they disseminate information to the rest of the parents at the homeroom meetings. quot;As long as it is determined

7. 7 Findings
by the law to create Parents council, it means we strive to bring the parent closer to the school, to try to solve the
problems, to assist with solving the problems at the school.quot;, states the principal of suburban elementary school.
Opinions about parent involvement in the work of Parents council are divided. A group of principals of urban
elementary schools report on a formal involvement of parents where there is lack of their contribution, while other
group is satisfied with their work and involvement. Some activities of their work are as mentioned: school work
analysis for the previous semester, presentation on a given topic (Development of school parent partnership) and a
Team of social help project quot;Help the friendquot;. Principal of a suburban elementary school gets the parents involved
as follows: quot;We at the Parents council try to elect, get involved the parents with higher education because we wish
for them to have more of an impact during homeroom meetings, information meetings, at the makeup of parents in
their classroom.quot;
Parent school partnership
Principals of urban and suburban schools name collaboration with parents as the main problem which needs to be
solved in order to improve the school system. quot;The fact is without family support, collaboration with family, the
school can not succeedquot;, states the principal of urban elementary school. Principals of urban and suburban schools
state that parents do not realize they are partners with the school, they need to work together on solving problems
and to improve work conditions.quot; That is not real partnership. Another few years will pass, maybe ten, until they
realize they are partners. That is probably due to that fact that people are busy but also that rejection toward
teachers, you know, they do not want to have an open dialog about what bothers them.quot; says an urban elementary
school principal.
Solutions they are offering refer specifically to the approach toward parents and to implementation of a quality
communication. They emphasize on the importance to animate parents to get involved in the school activities. quot;I
respect the fact that the only right way is for us to use as well as to teach our teachers that they get the body of
parents going, that occasionally they allow parents to take initiative at parents meetings as well as during our
regular communication and as part of that micro-plan develop a nice collaboration with parents.quot; indicates an urban
school principal. Although many parents are quot;friends of school, friends of work and upbringing of childrenquot;, there are
some who are ignoring their child as well as the school. Principals of urban and suburban elementary schools
suggest that there be uniform solutions in order to improve that partnership. As they report, a lot of it can not be
accomplished with out that partnership.
Some principals of urban elementary schools create partnerships with parents by involving parents in regular
processes. For example, parents are involved as mentors, in other words, they conduct a class about their
profession. Parents are involved through certain projects and volunteer in humanitarian activities. There are
samples of parent involvement in school work and outside of school.
Principals of suburban schools agree with the opinion that parents should first be educated. Education would be an
education about their own child, their needs and activities they are involved with at the school. quot;As we know one of
the personal rights is the right to form family, many entering that adventure with out a lot of knowledge. Many bring
their children to preschools or they do not, but they do not want them to learn. It is the same case at the school.
That is where the problems are. I direct my parents to the library so the librarian can suggest something for them, to
read something for example about psychological development.quot; says the principal of urban elementary school.
quot;Parents possess a lot of knowledge about their own field, but they read very little or almost nothing or consult with
experts who know about their child.quot; We make attempts through workshops for parents, trough parent meetings, we
no longer conduct typical parent meetings, we prepare workshops for parents, because parents do not read enough
about upbringing and education component., that is where the misunderstanding is and dissatisfaction so we
initiated some activities for parents to learn through workshops…to get involved as much as possible.quot; added the
principal of urban elementary school.
Partnership between parents and suburban schools is developing through numerous activities school staff is
organizing. Those activities are: workshops for parents, parent teaching, as well as involvement of an expert team
to work with parents. quot;We try to involve parents in numerous activities. We opened the school to its maximum with
the arrival of parents to the classroom with a day notice, to see, to monitor their child to monitor other children.quot;

8. 8 Findings
quot;Currently we’re collaborating with Family counselling centre whose experts conduct workshops for parents at two
levels or education for parents, for parents to get to know their child, their child’s peers. Parents supported this kind
of activity and they were more than satisfied. quot;said the principal of suburban elementary school.
Therefore, principals of urban and suburban elementary schools share the opinion when it comes to adequate
parent school collaboration. They state that parent involvement in school operation is minimal. A small fraction of
parents is involved and there is a difference between those who are constantly involved in school operation
between those parents who only get involved when there is a specific problem connected to their child. Therefore,
there is collaboration between school and parents however it is minimal and more often initiated by the school staff.

9. 9 Conclusions and recommendations
3 Conclusions and recommendations
The research team came to the following conclusions and recommendations.
Conclusion Recommended additions/adjustments to
questionnaire
Elementary school principals are concerned about many issues The guideline can serve as a rough outline for the
such as continuous education of staff, lack of resources, space, questionnaire, but the questions need to be formulated
facilities for the disabled, as well as the safety of their students; differently, i.e. more from the perspective of the school
participation is not at the top of their lists. principals.
In general the respondents were able to engage with all the
themes of the focus group guideline, and had useful and
constructive opinions on all the topics, it is striking that they
conceptualise the exactly same themes in radically different ways.
They spontaneously brought up the issue of how school principals Perceived lack of status and authority together with a
have lost status and authority during the post-war and transition perceived decay in society of pro-social values and
years. Parents and students to not respect them or the school family life could serve as a starting point to conceptualise
system as much. parental involvement.
They are critical not of the aims but of the implementation of Could ask specifically about their opinions on how reform
school reform, and are particularly critical of the Cantonal has been implemented and could introduce. Participation
Education Ministry and Pedagogical Institute which they say in this context.
themselves need reforming.
The school principals see themselves as under pressure from The questionnaire needs to understand that parental
parents because their children's' grades depend on the judgement participation means, through the eyes of school
of the teaching staff. They say that grades are too high because of principals, first and foremost pressure to increase
this pressure, which is a clear indication that teaching staff are children's grades. This is attributed to the lack of external
susceptible to parental pressure. This factor dominates the nature assessment.
of parents' involvement in school life. They strongly support the
Ask about for an assessment of the likely effect of
introduction of external assessment on a Cantonal or national
external assessment on parental participation.
level.
Ask about for an assessment of the likely effect on
Having a school psychologist and/or educational scientist
parental participation of the presence of school
(quot;pedagogquot;) is seen as a major resource to improving school
psychologists / educational scientists / an external
climate and potentially relationships with parents and students;
participation unit or action team.
they are also seen as being able to increase the school's focus on
their main task which is quot;bringing upquot; children in the holistic sense.
They also see a need for clearer definition of extracurricular Ask about the role and potential of extracurricular
activities. activities.
The main comment they have on participation is the criticism that Ask about perception of power and accountability of
the School Council has substantial power but is not accountable; stakeholders and school-level bodies.
whereas the Principal is accountable for its decisions. In some
Ask about satisfaction with School Council functioning.
cases principals are satisfied with how the School Council
functions, in others not. The Parents' and Teachers' Associations Ask whether constructive conflict or dialogue between
may play a role in the balance of power between the principal, and school councils and/or parents and school principals is
the School council. The work of the Parents' Associations is on the possible, or whether dialogue has to take place on the
whole satisfactory but does not seem to be very extensive. There terms of school principals.
were few examples of constructive conflict or dialogue between
school councils and school principals.
School principals use the phrase quot;including parents in school lifequot; Use the phrase quot;inclusion in the work/life of the schoolquot;.
or quot;… in the work of the schoolquot; („integrisanje roditelja u život There is no need in terms of questionnaire terminology
školequot; / quot;u radu školequot;). They do not make much of the distinction to distinguish different forms of participation.
between participation of parents in decision-making as opposed to

10. 10 Conclusions and recommendations
Conclusion Recommended additions/adjustments to
questionnaire
other aspects of school life.
The school principals see parental involvement as massively Ask about pre-requisites on the parental site for
important in school life but wish that more parents would take a constructive participation.
stronger role, as partners rather than as opponents or advocates
Explore their preparedness to accept parents, especially
for their own children. They see parental participation as
rural parents, as participants in education on the parents'
something which is all in all very present in school life; but they
terms.
bemoan the small proportion of what they see as constructive
participation. They see parents as needing help and guidance in Asked how much they see technical knowledge of
this partnership and, indeed, in how to bring up and educate their education as being a prerequisite for participation.
own children. Parents might be experts in their own professions Ask about school or district level initiatives to mediate
but do not know enough about education. Some schools have the participation process.
already initiated activities of this nature.
School principals see parents as having a deficit in technical
knowledge; they have trouble in forming a dialogue with parents in
the parents' own terms.
School principals have great difficulty relating to rural families, in
particular Roma, who have moved into the city and suburban
areas. They connect this to what they see as a general decay in
value systems. There is a need to improve this participation which
they say they welcome in principle, and suggest expert action
teams to help with this task.
3.1 Caveats and limitations
Only two focus groups were carried out, both from Canton Sarajevo with largely Bosnjak school principals. It is quite
possible that the situation in schools in other regions; and/or using the Croatian or Serbian curricula, and/or from
more remote rural areas, may differ to some extent.
It also goes without saying that the principals were asked to speak candidly from their own perspective; certainly
including other stakeholders such as a parents would give a more complete picture of participation in elementary
schools in B&H.

11. 11 Table of themes and frequencies
4 Table of themes and frequencies
Urban
Suburban
Total
School situation and functioning Bad atmosphere in and around the school 2 0 2
Construction, buildings 1 0 1
Concern about safety at school 5 0 5
The school principal is the one who can help most 0 5 5
Too much clerical work 7 0 7
Problems managing staff 11 0 11
The teacher is the heart of the system 1 0 1
Inadequate formal regulations for behaviour at school 2 0 2
We make the maximum possible life in the minimum space 1 0 1
Collapse of society values 2 0 2
Everything is up to the principal, complete accountability 3 0 3
Problem when everyone tries to be involved in school management 3 0 3
Politically motivated school closures 3 0 3
Some schools take money from students 1 0 1
Problem of teaching and ways of work 1 0 1
We are doing the reforms (on our own) 2 0 2
We are in step with Europe 2 0 2
Investment in reform is a good thing 3 0 3
With good central organisation everything is possible 1 0 1
We are doing the reforms (in the school) 8 0 8
The significant achievements of our children 2 0 2
Situation of students at school Students are in the centre 1 0 1
Student is at the centre of complex relationships 0 1 1
The children have a heavy workload 0 1 1
How to keep children interested 3 0 3
Marginalised children 4 0 4
Need for external evaluation 4 0 4
Achieving knowledge through practical work 0 2 2
Problems of working with Roma children 0 11 11
How to improve methods in specific subjects 7 0 7
The student is the one who suffers at the end 1 0 1
Everyone knows who the minorities are 2 0 2
Opening schools to parents Teachers and parents don't understand each other 1 0 1
Need for more democracy 3 0 3
Low parental education level 2 0 2
Plans to include parents 1 0 1
Parents are a mixed bag 10 0 10
Opening schools to parents 4 0 4
Integrating parents and school life 1 0 1
School is very open 10 0 10
School without walls 4 0 4
need more guidelines for cooperation 3 0 3
Teachers and parents have the same aim 1 0 1
Different ways to include parents 6 0 6
Parents reject teachers 4 0 4
Unemployment and social status of parents 2 0 2
Family as the basic unit 6 0 6
Inadequate attitudes to school 0 1 1

12. 12 Table of themes and frequencies
Specific kind of education 0 4 4
Parents are very poorly educated 0 4 4
Including parents on the school's initiative 0 1 1
School decision-making Advantages/disadvantages of parents' associations 10 0 10
The School Board decides 0 3 3
Problems of implementing inclusion at school level 0 4 4
Partnership between parents and
schools Our approach to parents 2 0 2
Pressure from parents 5 0 5
The majority of parents are friends of the school 4 0 4
Including parents as mentors 10 0 10
Win-win solutions 1 0 1
173 37 210

13. 13 Appendix: Table of themes and frequencies (lokalni jezik)
5 Appendix: Table of themes and frequencies (lokalni jezik)
gradske
prigradske
ukupno
Stanje i funkcionisanje škole Ambijent u školi i oko škola 2 0 2
Arhitektonsko rješenje škola 1 0 1
Bezbjedonosna situacija u školi 5 0 5
Direktor je taj koji može najviše pomoći 0 5 5
Činovnički posao 7 0 7
Zna se ko je manjina 2 0 2
Kadar 11 0 11
Kičma sistema je učitelj 1 0 1
Kodeks 2 0 2
Mi na minimum prostora pravimo maksimum života 1 0 1
U društvu poremećene moralne vrijednosti 2 0 2
Sve je na direktoru, potpuna odgovornost 3 0 3
Bolesti samoupravljanja 3 0 3
Svjesno raĎeno zatvaranje 3 0 3
Navike koje su kod nas stvorene 1 0 1
Način rada i edukacije 1 0 1
Mi realizujemo reformu 2 0 2
U korak sa Evropom 2 0 2
Neka ulažu sredstva u reforme 3 0 3
Organizacija na visokom nivou 1 0 1
Reformu mi provodimo škole 8 0 8
Postignuća naše djece 2 0 2
Položaj učenika u školi Akcenat na učenika da je on u fokusu 1 0 1
Dijete je praktično institucija 0 1 1
Djeca su jako opterećena 0 1 1
Kako animirati djecu 3 0 3
Marginalizirana djeca 4 0 4
Eksterna evaluacija 4 0 4
Usvajanje znanja sa praktičnim dijelom 0 2 2
Rad sa učenicima romske populacije 0 11 11
Metodički pristup u predmetima 7 0 7
Učenik je taj koji ispašta 1 0 1
Zna se ko je manjina 2 0 2
Otvaranje škola prema roditeljima Nastavnici i roditeli se ne razumiju 1 0 1
Demokratija 3 0 3
Edukacija roditelja 2 0 2
Formiranje plana uključivanja roditelja 1 0 1
Heterogenost roditelja 10 0 10
Otvaranje škole prema roditeljima 4 0 4
Integrisanje roditelja u život škole 1 0 1
Veliko otvaranje škole 10 0 10
Škola bez zidova 4 0 4
Protokol saradnje 3 0 3
Nastavnik i roditelj imaju isti cilj 1 0 1
Formiranje plana uključivanja roditelja 1 0 1
Nekoliko načina uključivanja roditelja 6 0 6
Otklon prema nastavnicima 4 0 4
Nezaposlenost roditelja i socijalni status 2 0 2

14. 14 Appendix: Table of themes and frequencies (lokalni jezik)
Porodica kao osnovna ćelija 6 0 6
Odnos prema školi 0 1 1
OdreĎena vrsta edukacije 0 4 4
Roditelji jako needukovani 0 4 4
Samoinicijativno uključenja roditelja 0 1 1
Donošenje odluka u školi Vijeće roditelja 10 0 10
Nastavničko vijeće odlučuje 0 3 3
Uključenost 0 4 4
Partnerski odnos roditelja i škole Pristup naš prema roditeljima i komunikacija 2 0 2
Pritisak roditelja 5 0 5
Veliki dio roditelja je prijatelj škole 4 0 4
Uključujemo roditelje kao mentore 10 0 10
Jednoobrazna rješenja, zajednička rješenja 1 0 1
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